Lesson Plan Format

Class: MJ

Date: 17/06/14

Time: Start: __________10am_______________

Finish: __________11am_______________

Key Learning Area: Maths

Lesson Topic: Angles

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Ss have had a number of lessons covering angles, investigating different types of angles, how to identify them and are aware of key terms.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.

By the end of this lesson, the students will:

- SGS2.2b Identifies, compares and
- Identifies angles as measure of turn and compare angles
describes angles in practical situations. sizes in everyday situations.

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.

-Observation of Ss working in their stations

- Classify angles as acute, right, obtuse, straight, reflex or a

revolution.

-Collection and marking of Ss work

following lesson

- Identifies, compares and describes angles in practical

situations.

-Questioning at end of lesson

-Describes examples of right angles in the environment.

-Recognise, describe and classify angles.
-Compare and classify angles as equal to, greater than or less
than right angle.
Any safety issues to be considered:

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.

-Ss moving around the classroom

-Ss playing with elastic bands

Angle flip cards, angle finders, Olympic turns handout, Six places to visit handout, geo board
and elastic bands, angle labels

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION
Keywords:
-acute angle
-obtuse angle
-straight angle
-reflex angle
-angle of revolution
-arm
-right angle
-vertex
-perpendicular
-amount of turning

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

Resources and Organisation:

5 min

-Ss are seated at desks.

-Ss seated at desks
-T glue-tacks angle labels containing key words to the topic on -Labels stuck on whiteboard
white board.
-T revises keywords with Ss.
-T points to and names a keyword and asks for a S to define it.
-T evaluates on S answer and draws an example of the angle
next to the label. Eg. T draws a 90 degree angle next to the label
saying right angle.

2-5 min

-Following revision of keywords T explains to Ss a series of work

stations have been set up where Ss will partake in different tasks
relating to angles.
-T explains each workstation to Ss and what Ss will need to do.
-T assigns each S to a work station Ss split evenly between 5
work stations.
-Once Ss have been assigned to a workstation T asks Ss if they
have any questions about what they need to do in each station.

DEVELOPMENT
-T instructs Ss they will have 5 mins on each work station.
-Each work station is set up at each
-T purposefully roams classroom observing and assisting Ss with group of desks
work.
-Ss work in groups

-Identifies, compares and describes angles in5 min

practical situations.
-Describes examples of right angles in the
environment.

Station 1:
-Ss use angle finder and record at least three different angles -Angle finder
found in classroom.
-Ss copy angles by drawing and labeling the size of the angle in
maths journals.
-Ss record the location of the angles.

-Identifies angles as measure of turn and 5 min

compare angles sizes in everyday situations.

Station 2:
-Six Places to Visit handout
-Ss complete the Six Places to Visit activity on the handout.
-Using angles Ss describe the directions to a location.
-Ss begin at the home point on the map and visit the six listed
places.
-Ss describes the journey to each of the six places describing
the bends in the road (how much they turn) and which way to
turn at junctions.

-Classify angles as acute, right, obtuse,

straight, reflex or a revolution.
5 min

-Compare and classify them as equal to,

greater than or less than a right angle.
5 min

Station 3:
-Using the pictures on the Olympic turns handout Ss describe -Olympic turns handout
the angles.
-Ss classify each picture as acute, right, obtuse, straight, reflex
or a revolution.
-Ss record findings in maths journal.
Station 4:
-Working with a partner Ss take turns to make different 2D -Geo-board
shapes using elastic bands on a geo-board.
-Elastic bands
-Ss identify the different angles in the shape.
-Ss describe the size of different angles in relation to a right
angle using words like less than, greater than, equal to.
Eg. Make a rhombus and name all the angles inside the
rhombus the acute angles are less than a right angle.

-Recognise, describe and classify angles.

5 min

Station 5:
-Angle memory cards
-Working in groups of 2 Ss play a memory game in which they

take turns to flip cards over and finding the matching pair.
-When Ss flip the card they must describe the angle on each
card. Eg. Right angle, acute angle or angles that are less than
right angle, straight angle, obtuse angle or angle that is greater
than right angle.
-The winner is S with most pairs.
-Ss who finish station early can complete bonus activity
-Cutout paper circles
-Using two cutout circles folded into quarters Ss rotate circles
over top of each other to create and describe different angles.
-T creates cutout out circles by folding into quarters and using
the folded lines to cut a line through the radius of the circle.

CLOSURE
- Who can you tell me what you needed to 5 min
know to be able to do each task?
- What new things did you learn today that
you didnt know before?
-What would you like to do or try with angles
next time we do it?

(add further pages as required)

-T instructs Ss to return to desks

-Ss have returned to desks
-The Ss are asked to reflect on what did they have to know to be
able to do each activity.
-The Ss are asked what new things they have learned from the
activity and what they would like to lean.
-The Ss are asked to pass their books to the front.
-Students are congratulated for their participation.

Student Teachers Evaluation (write reflections on the following):

Assessment of Learning Outcomes
To what extent did the learners achieve the intended learning outcomes?

Describe the evidence you have for this.

Outline the follow-up to this lesson for the learners.

_________________________________________________________________________________________

Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.

Identify the teaching strategies / learning experiences that were least effective. Explain why.

How appropriate was the timing throughout the various sections of the lesson? Why?

Describe how the selection and use of resources supported learning in the lesson.

Identify what motivated the students. Explain why.

Identify the classroom management strategies that were most effective. Explain why.

What was most satisfying about the lesson?

Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.

Colleague teachers comments: (Reference could be made, for example, to planning and preparation,
knowledge of curriculum, organisation, motivation of pupils, strategies used, interaction with students, classroom
management, catering for individual needs, use of resources, etc.)

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